ABSTRACT
This chapter identifies how secondary schools can develop a mainstream pedagogy that takes the language development needs of EAL learners into account while also continuing to provide challenging content teaching. The key is to develop a model of content-led language teaching that enhances the know - ledge and skills of all learners, but especially those for whom English is an additional language. For school leaders and teachers this might be reframed as ‘quality first teaching’ in contexts of linguistic diversity.
